Ark Pioneer Learning at Home Core Curriculum History

Ark Pioneer learning at Home Core Curriculum History

W/C 15/06/20 Work to be completed □ Task 1: Reading – Labour government, the rise of consensus politics and political challenge, 1945-79 and Industrial relations in the 1970s pp.67-8 □ Task 2: Reading – Thatcher’s beliefs pp.69-70 □ Task 3: Copy, Cover Check – HW1: Overview Q1-10 p.93 □ Task 4: Reading – What impact did Thatcher's governments (1979-90) have on Britain, 1979-97? p.71 □ Task 5: Reading – Thatcher's economic policies in the first and second term pp.72-3 □ Quiz Resources / links to help with work: □ SUM Revision Booklet □ BBC History Thatcherism □ History.com Margaret Thatcher □ Youtube – Margaret Thatcher How will this work be checked? Each week you will be given ‘red pen work’ to carry out corrections on the learning that you are doing at home. Please make sure this work is done and that you correct all work in your exercise book. You must also complete the weekly quiz for your core curriculum subjects online and the link to those is on our school website in the ‘quizzes’ drop-down option from ‘Home Learning’. How much time should I be studying and what happens if I don’t finish all my work? For core curriculum subjects you are expected to do 30min each day as a minimum. Those subjects are English language, English literature, Maths, Science, History and Geography. These subjects all have a weekly quiz and will be checked in on by your form teacher when they call each week. All other subjects are ‘Extended Curriculum’ and they should be done after you have finished the Core Curriculum tasks for the day. You should plan to do work in different subjects each day. We recommend that pupils do one hour per week in each of the ‘extended curriculum’ subjects. We recognise that it is not possible for all pupils to complete all work given the exceptional circumstance. Please speak with your form tutor about the work if it is becoming unmanageable. Why is the work in this booklet important to complete? This week we will start learning Topic 8: Thatcher’s Britain. It is important to read and make detailed notes as well as revisiting learning from earlier in the topic so that it sticks in your long-term memory. We will do Copy, Cover, Check and practice paragraphs to prepare to write an essay answering the question What were the consequences of Thatcher’s governments on Britain?

Aim high Have integrity Be kind Model determination

Task 1: Reading – Labour government, the rise of consensus politics and political challenge, 1945-79 and Industrial relations in the 1970s pp.67-8 TASK: 1. In your Workbook, write today’s date and the title History – 8 Thatcher’s Britain - Post- war consensus 2. Read pp.67-8 of your SUM HW booklet. 3. Make half a page of notes including: - Post-war consensus - Labour government, 1945-51 - Conservative government 1951-64 - Labour government, 1964-70 - Conservative government, 1970-74 - Labour governments, 1974-79 - Inflation and productivity - The National Union of Miners and the miners’ strikes - End of the social contract and the Winter of Discontent 4. When you have finished, go back and check your answers in red pen. Stretch: Why did many people think that Britain needed a change of government by 1979?

Task 2: Reading – Thatcher’s beliefs pp.69-70 TASK: 1. In your Workbook, write today’s date and the title History – 8 Thatcher’s Britain – Thatcher’s beliefs 2. Read pp.69-70 of your SUM HW booklet. 3. Make half a page of notes including: - Conviction politics - Thatcher’s economic outlook - The rule of law - Nationalism 4. When you have finished, go back and check your answers in red pen. Stretch: What were Margaret Thatcher’s main beliefs?

Task 3: Copy, Cover Check – HW1: Overview Q1-10 p.93 TASK: 1. In your Workbook, write today’s date and the title History – 8 Thatcher’s Britain - Overview 2. Study the answer sheet on p.93 for HW1: Overview Q1-10 3. Draw a line down the middle of your Workbook. 4. Write the answer to each question in your Workbook (Copy, Cover column) 5. Check your answers using the answers on p.93 . In red pen, tick if correct, and add any missing information. 6. Cover the answers in the Copy, Cover column and answer the question from memory in the right side of your Workbook (Check column). 7. Uncover the answers and mark the Cover, Check column with a red pen. Tick if correct, and add any missing information. 8. Ask a friend or family member to test you on the same questions (and questions from previous weeks.) Stretch: Do Copy, Cover, Check on questions from previous weeks.

Task 4: Reading – What impact did Thatcher's governments (1979-90) have on Britain, 1979-97? p.71 TASK: 1. In your Workbook, write today’s date and the title History – 8 Thatcher’s Britain – The impact of Thatcher’s governments on Britain 2. Read p.71 of your SUM HW booklet. 3. Make half a page of notes including: - The effect of Thatcher’s economic policies - The extent to which state intervention and the public sector were ‘rolled back’ - The extent of political and social division in Britain - The effect of Thatcherism on politics and party development 4. When you have finished, go back and check your answers in red pen. Stretch: How did Margaret Thatcher change Britain?

Task 5: Reading – Thatcher's economic policies in the first and second term pp.72-3 TASK: 1. In your Workbook, write today’s date and the title History – 8 Thatcher’s Britain – Thatcher’s economic policies 2. Read pp.72-3 of your SUM HW booklet. 3. Make half a page of notes including: - The Thatcher governments - Deregulation - ‘Lawson Boom’ - Privatisation 4. When you have finished, go back and check your answers in red pen. Stretch: Who benefited most from Margaret Thatcher’s economic policies?

Black Lives Matter In Y8 and Y9 we will spend a lot of time learning about the history of Africa, Europe and the Americas where we will study the growth of African kingdoms, the transatlantic slave trade and the global legacies of slavery and empire, including in the United States and the United Kingdom. However, confronting racism cannot wait so we have brought together some resources for pupils to find out more about the history of race and racism in the United States and the United Kingdom. This booklet will help pupils learn about the following topics: • Reflecting on George Floyd’s Death and Police Violence in America • The black British history you may not know about • Edward Colston: Why do we have statues of people in the UK? • Who was Edward Colston and why was his Bristol statue toppled? • Find out more about Black British History

Reflecting on George Floyd’s Death and Police Violence in America Reflection • How is the news of the past week, including the murder of George Floyd and the resulting protests, affecting you? • What would you like others to know about what you are thinking, feeling, and experiencing? • What do you need from others to understand, cope, process, and be safe as this story continues to unfold? • What can you offer to others to support them in how this story is impacting them? Go Deeper: Learn about the History of Police Violence towards Black Americans • In an interview with The New Yorker magazine, Equal Justice Initiative founder Bryan Stevenson explains how today’s police violence towards black Americans is rooted in our past and a false narrative of racial difference. • The article The racist roots of American policing: From slave patrols to traffic stops from The Conversation traces the historical precedents of aggressive and violent policing of African Americans in slavery and the Jim Crow era. Go Deeper: Reflect on Protests Today Play Trevor Noah’s video George Floyd, Minneapolis Protests, Ahmaud Arbery & Amy Cooper for your students. Then, reflect: 1. How is Trevor Noah making sense of the news from the past two weeks? Why does he believe that the pandemic and the series of high profile incidents of racism and racist violence are connected? 2. How does Trevor Noah define a social contract? How does he use the idea of a broken social contract to explain the protests and unrest we have seen across the United States? In Martin Luther King Jr.’s speech The Other America, he talks about how “a riot is the language of the unheard.” Play a video excerpt of his speech. Then, reflect: 1. What do you think Martin Luther King Jr. means when he says that “a riot is the language of the unheard?” 2. What examples does Martin Luther King Jr. give of problems he believes are going unaddressed during his life? What are examples of problems you believe are going unaddressed today? Raise your voice Imagine that you have the chance to communicate directly to one or more of the key figures in this story, such as George Floyd’s family, the chief of police in Minneapolis, the mayor of any city where protests are taking place, Joe Biden (the Democratic nominee for president), President Donald Trump, or another national leader. What questions would you want to ask? What perspectives would you want to share? If students would like to share reflections publicly, the New York Times’ The Learning Network are inviting comments in their Student Opinion section: What Is Your Reaction to the Days of Protest That Have Followed the Death of George Floyd?

The black British history you may not know about By Kameron VirkNewsbeat reporter

These children are lining up in Brixton, south London, to see Queen Mary open Lambeth Town Hall in 1938 "We have existed in Britain and been pioneers, inventors, icons. And then colonialism happened, and that has shaped the experiences of black people - but that is not all we are." These are the words of Lavinya Stennett, founder of The Black Curriculum, an organisation which teaches black British history in schools - and is campaigning for Education Secretary Gavin Williamson to make it compulsory. The death of George Floyd in America has inspired thousands of people in Britain to demand justice, marching through the streets of our biggest cities. Black Lives Matter protesters here insist that the UK "is not innocent". But some commentators have questioned whether racism exists in Britain, and to what extent. George The Poet, who was questioned about this on Newsnight, believes a lack of education about black British history - and the British Empire - plays a part in racism in the UK and our discussions about it.

Image Copyright @GeorgeThePoet@GEORGETHEPOET Report

The transatlantic slave trade and the US civil rights movement are largely the only black history taught in UK schools, normally in October when we celebrate Black History Month. "lf you're omitting different histories and narratives, you're saying that these people aren't part of this country, this nation, this heritage - or they're not important enough to be taught as common knowledge," says Melody Triumph, policy specialist at The Black Curriculum. These are just a few episodes of black British history we weren't taught in school.

1. The Ivory Bangle Lady

Image copyrightUNIVERSITY OF READINGImage captionResearch from the University of Reading in 2010 showed a British-Roman woman in York, whose remains were found in 1901, had African ancestry Some might think the first black people in Britain arrived from Britain's colonies - the countries in Africa, the Caribbean and Asia that Britain ruled over, in some cases for centuries - after World War 2. But that's not true, says Lavinya from The Black Curriculum. "We know that black people were in Britain since Roman times - and there's specific examples." The Ivory Bangle Lady is the name given to remains discovered in York in 1901 which are now on display in the York Museum. Archaeological analysis reveals that although she was born in Roman Britain, she's likely to be of North African descent. The remains have been dated to the second half of the 4th Century. She was found with jet and elephant ivory bracelets, earrings, pendants, beads, a blue glass jug and a glass mirror. In other words, she wasn't poor. "It puts into question assumptions that black people have never been aspirationally wealthy or had any kind of wealth," Lavinya says. 2. Henry VIII's black trumpeter

Image captionJohn Blanke can be seen on a roll from the 1500s at the National Archives During the Tudor period there were hundreds of black migrants living in England. For those of us a bit rusty on our Tudor dates, we're talking about the 1500s. John Blanke, an African trumpeter, was one of them. His face can be seen inscribed into a 60ft long roll depicting the prestigious Westminster Tournament of 1511 - an elaborate party which Henry VIII put on to celebrate the birth of a son. There's even a letter from John Blanke to Henry VIII asking for a pay rise. "He petitioned for 8p a day. I don't know what the conversion is today, but that showed he knew his worth," Lavinya says. 3. Britain's first black Queen?

Image copyrightROYAL COLLECTION TRUSTImage captionPortrait of Queen Charlotte by Johan Joseph Zoffany She was a princess from Germany who became a British Queen after marrying King George III - and many historians believe Queen Charlotte had African ancestry. They married in 1761 and Charlotte was the mother of two British monarchs - George IV and William IV. It's been argued that despite coming from Germany, Queen Charlotte was descended from a black branch of the Portuguese royal family. King Afonso III of Portugal conquered the city of Faro from the Moors - Muslims from North Africa who lived in modern-day Spain and Portugal during the Middle Ages - in the 13th Century. Afonso was thought to have had three children with the city governor's daughter. One of their sons, Martim Afonso Chichorro, is also said to have married into a family with black ethnicity. He and his wife, Ines Lourenco de Sousa de Valadares, founded the Portuguese house of Sousa-Chichorro, which had many descendants, including Queen Charlotte. Queen Charlotte's great granddaughter? Queen Victoria. 4. 'Hidden in plain sight'

Media captionMany streets in Glasgow city centre are named after slave-owning plantation owners. Queen Charlotte, whether she had African ancestry or not, joined the Royal Family in the century when Britain started slave-trading - which made it vastly wealthy. "A lot of the time, we start with black history in London - it's London-centric. But a lot of Glasgow's wealth actually comes from the tobacco, the sugar, the cotton that was created and sustained by enslaved people in Jamaica, Trinidad and Barbados," Lavinya says. Many of Glasgow's prominent city centre streets are named after 18th Century slave owners who made fortunes from plantations. "You're told that black people were slaves, but you're not told the fruits of their labour are actually the streets we walk on."

Media captionA new play, written and performed by Paterson Joseph, tells the story of Britain's first black voter. Lavinya says teaching slavery is important but you need to "contextualise it". "Talk about who gained from it, the people not only in the colonies but also here in the UK." That also means teaching about the "black people in Scotland who were part of the abolition of the slave trade". "All you hear about is William Wilberforce" - a British politician who campaigned to abolish slavery - Lavinya says. 5. WW1 and the race riots that followed

Media captionDavid Matthews tells the story of his great-uncle who fought in World War One. When we talk about Caribbean migration into England we often think about the Windrush generation, who arrived in Britain between 1948 and 1971. "But black people were actually brought over from Jamaica to fight in World War One," says Lavinya. Her great-uncle came to England at the age of 17 to help the war effort, settling in London afterwards. But she says her uncle was "one of the lucky ones"- because he wasn't sent back after the war. When soldiers returned to the UK after WW1 there was a jobs shortage and a lack of opportunities. "White people made the link that they were not getting jobs because of the black people" - and violence towards black communities followed. They're known as the 1919 race riots in Glasgow, Liverpool, Cardiff and other seaports across Britain, during which three people were killed and hundreds injured.

Image copyrightWRITING ON THE WALLImage captionCharles Wotten, a black serviceman, was killed in the race riots But there were economic consequences too. Many black serviceman and workers found themselves without jobs after a "colour bar" was introduced in many industries, with white workers, often backed by unions, refusing to work alongside black people. Lots of black men were sent back to the countries they had lived in before the war. Poverty and a lack of jobs were a big factor in the riots, but according to researcher Jamie Baker, there was also a fear that black men and white women were starting families. "It fits into the hyper-sexualisation of black men. White men felt threatened because they felt that black men were taking their women," Lavinya says. 6. The Bristol bus boycott

Image copyrightBRISTOL EVENING POSTImage captionA newspaper cutting shows students marching in Bristol in protest against a "colour bar" on the buses After WW2 black people from the Caribbean and Africa, and people from India, were asked to come to Britain to help rebuild the country. They were put to work in the NHS and other public sector roles, like driving buses. But in Bristol the Omnibus Company, run by the council, refused to employ black and Asian drivers, which eventually led to a boycott of buses across the whole city. "But it wasn't as easy as that," Lavinya says. At the time it was not illegal to discriminate based on race - the first Race Relations Act was passed in 1965, but didn't include legislation about employment or housing until 1968. Paul Stephenson, Roy Hackett and Guy Bailey were the brains behind the boycott and Paul drew inspiration from the bus boycott in the US, started when Rosa Parks refused to sit in the "coloured" section at the back of the bus, for what they did in Bristol.

Image captionGuy Bailey, Roy Hackett and Paul Stephenson with a 1960s-era Bristol bus Hackett organised blockades and sit-down protests to prevent buses getting through the city centre. "White women taking their kids to school or going to work would ask us what it was about," he told the BBC. "Later they came and joined us." Students showed support too and it was backed by the local MP Tony Benn as well as Harold Wilson, who became Labour leader a year later. On the same day Martin Luther King Jr delivered his famous "I have a dream" speech after marching on Washington DC - 28 August 1963 - pressure had built enough over the summer that the Bristol Omnibus Company announced a change in policy. By mid-September Bristol had its first non-white bus conductor - Raghbir Singh, an Indian-born Sikh who'd lived in Bristol since 1959 - and further black and Asian crews followed. Paul Stephenson, Guy Bailey and Roy Hackett all received OBEs for their action.

Edward Colston: Why do we have statues of people in the UK? GETTY IMAGES

Anti-racism protesters threw the statue of slave trader Edward Colstan into the harbour Across the UK there are lots of statues, but one of them has been taken down and removed by anti-racism protesters. It was a controversial statue in Bristol of a man named Edward Colston - he was a slave trader in the 17th century (1600s) and part of a group called the Royal African Company, which transported about 80,000 men, women and children from Africa to the Americas. When he died in 1721, he left his money to charities. It's why many memorials and buildings in the city have his name on them. Later this statue was put up. But people taking part in a protest against racial inequality in Bristol pulled it down and threw it into the harbour. It's not the only statue to be removed by protesters. In America - where the demonstrations first started after the death of a man called George Floyd - some Confederate statues have been removed, or defaced. Many people there think Confederate statues and flags are symbols of racism. So, why do we build statues of people in the UK and how should we decide when it's time for them to be removed? Why do we have statues of people? GETTY IMAGES

Emmeline Pankhurst helped bring massive change to the British voting system - giving women the right to vote There are more than 800 public statues of people in the UK. They range from mythical Greek and Roman figures, to soldiers, British Royalty, and important people from history. Statues can be seen as a way to celebrate, remember and tell the stories of culturally or historically significant people. Some also argue that statues can be a 'window' into the past as they reflect who - and what - was important at the time they were built. Who do we have statues of in the UK?

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Mary Seacole's statue is an important reminder of how she helped people during the Crimean War There are lots of statues of important people here in the UK including William Shakespeare, Florence Nightingale and footballer Lily Parr. There are politicians such as Winston Churchill and former monarchs including Queen Victoria. Recently statues of Dame Millicent Fawcett and Emmeline Pankhurst were built as a tribute to the women's suffragette movement, which fought to earn the right for women to vote. In 2016 a statue of the famous nurse Mary Seacole became the first statue of a black woman displayed in the UK. More stories about sculptures and statues An interesting Donald Trump statue has appeared in Slovenia Mystery of 'moving statue' solved Ten amazing sculptures made in unexpected ways Why are some statues controversial? Some of the statues in the UK are considered to be controversial because of the actions, beliefs or views held by the figures when they were alive. The statue (and person) might not have been seen as controversial when it was put up, but public attitudes can change over time. What does 'controversial' mean? If something is controversial it divides opinions - this means people can't agree and have opposite views on it. GETTY IMAGES

Oliver Cromwell was a controversial historical figure One example of this is Oliver Cromwell. Some see him as a key figure in bringing democracy to UK Parliament, while others argue he was responsible for the deaths of many Irish people in the 1600s. Some Members of Parliament (MPs) have campaigned for his bronze statue to be melted down.

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A statue of former Prime Minister Winston Churchill was also targeted by anti-racism protesters Can statues be removed? There is a lot of debate about what should happen to controversial statues. Some argue that people in the past can't be judged by attitudes today. They think the statues shouldn't be removed but new plaques added which explain why the person is controversial, for example reflecting both the good and bad things they did. Others say the statues should be put in museums so people can still learn about them. They can illustrate how society has changed, teach us about key periods in history and reflect lessons that can be learnt from the past. Some believe the statues should be removed completely and replaced with other people who represent the views of modern society.

Who was Edward Colston and why was his Bristol statue toppled? Slave trader was a member of the Royal African Company which had a monopoly on the west African trade in the late 17th century

Martin Farrer

Mon 8 Jun 2020 07.07 BSTFirst published on Mon 8 Jun 2020 01.50 BST

Edward Colston was a slave trader, merchant and philanthropist whose statue in Bristol was toppled during Black Lives Matters protests. Photograph: Alamy

The statue of slave trader Edward Colston that was toppled from its plinth and pushed into the docks by protesters has long caused anger and divided opinion in Bristol.

The 5.5-metre (18ft) bronze statue had stood on Colston Avenue since 1895 as a memorial to his philanthropic works, an avenue he developed after divesting himself of links to a company involved in the selling of tens of thousands of slaves. His works in the city included money to sustain schools, almshouses and churches.

Although Colston was born in the city in 1636, he never lived there as an adult. All his slave- trading was conducted out of the City of London.

Colston grew up in a wealthy merchant family in Bristol and after going to school in London he established himself as a successful trader in textiles and wool.

In 1680 he joined the Royal African Company (RAC) company that had a monopoly on the west African slave trade. It was formally headed by the brother of King Charles II who later took the

throne as James II. The company branded the slaves – including women and children – with its RAC initials on their chests.

It is believed to have sold about 100,000 west African people in the Caribbean and the Americas between 1672 and 1689 and it was through this company that Colston made the bulk of his fortune, using profits to move into money lending.

He sold his shares in the company to William, Prince of Orange, in 1689 after the latter had orchestrated the Glorious Revolution and seized power from James the year before.

Colston then began to develop a reputation as a philanthropist who donated to charitable causes such as schools and hospitals in Bristol and London. He briefly served as a Tory MP for Bristol before dying in Mortlake, Surrey, in 1721. He is buried in All Saints Church in Bristol.

His philanthropy has meant the Colston name permeates Bristol. Besides the statue, there is Colston’s, an independent school, named after him, along with a concert hall, Colston Hall, a high- rise office block, Colston Tower, Colston Street and Colston Avenue.

Campaigners have argued for years that his connections with slavery mean his contribution to the city should be reassessed. It was decided in 2018 to change the the statue’s plaque to include mention to his slave-trading activities but a final wording was never agreed.

A petition that gathered thousands of signatures in the past week said he had “no place” in the city.

“Whilst history shouldn’t be forgotten, these people who benefited from the enslavement of individuals do not deserve the honour of a statue. This should be reserved for those who bring about positive change and who fight for peace, equality and social unity,” the petition reads.

“We hereby encourage Bristol city council to remove the Edward Colston statue. He does not represent our diverse and multicultural city.”

Bristol Museums has sought to explain the reason for Colston’s statue remaining the city and says on its website that “Colston never, as far as we know, traded in enslaved Africans on his own account”.

But it added: “What we do know is that he was an active member of the governing body of the RAC, which traded in enslaved Africans, for 11 years.”

Find out more about Black British History Watch the videos from this BBC article - The black British history you may not know about Watch David Olusoga’s BBC series Black and British: A Forgotten History Read this BBC article - Amazing black women you should know about

Aim Higher:

Reading

□ Read Rejoice! Rejoice!: Britain in the 1980s by Alwyn W. Turner (Non-fiction) £8.54 □ Read A History of Modern Britain by Andrew Marr (Non-fiction) £1.00 □ Read Access to History: Britain 1951–2007 by Michael Lynch (Non-fiction) £14.92 □ Read Billy Elliot by Melvin Burgess (Fiction) £1.07 □ Read The True Confessions of Adrian Albert Mole, Margaret Hilda Roberts and Susan Lillian Townsend by Sue Townsend (Fiction) £0.01 □ Read The Assassination of Margaret Thatcher by Hilary Mantel (Fiction) £0.62 Projects

□ Make a resource (poster, presentation, video etc.) to teach Y6 students about the consequences of Margaret Thatcher’s governments on Britain. It must answer the following questions: • What were the consequences of the Second World War for the economy? • What were the consequences of the Second World War for rolling back the state? • What were the consequences of the Second World War for social division? Online learning

□ Study the online course, The Politics of Economics and the Economics of Politicians with FutureLearn □ Study The Thatcher Era with the National Archives Documentaries and Films

□ Watch Andrew Marr’s History of Modern Britain on Vimeo (Documentary) □ Watch Thatcher: A Very British Revolution on BBC iPlayer (Documentary) □ Watch The 80s with Dominic Sandbrook on YouTube (Documentary) □ Watch Billy Elliot on YouTube (Film) □ Watch The Iron Lady on YouTube (Film) □ Watch Pride on YouTube (Film)